Feedback na educação não formal de português durante a Pandemia da COVID-19

Abstract

Many researchers have been investigating pedagogical practices mediated by digital technologies during the pandemic of the new coronavirus that brought many challenges and changes to education. In this context, this research sought to understand how feedback operates in the interactions between teacher, students and content and in the formative and subjective evaluation of a Portuguese language teacher who works in non-formal education during the COVID-19 pandemic. We situate the research in the field of critical Applied Linguistics and use a qualitative approach of critical proximity (MOITA LOPES; FABRÍCIO, 2019). We analyzed and interpreted the messages exchanged by the teacher and the students via WhatsApp, as well as the evaluation of the students’ textual productions and the answers to a questionnaire applied by the teacher. The study was based on theoretical assumptions of online teaching and learning (ANDERSON, 2003; BONNEL, 2008; LEFFA, 2005; PAIVA, 2003; SIMONSON; SMALDINO; ZVACEK, 2015). As a result, we found that feedback integrates and enhances the evaluation and interaction between teacher, students and content, encouraging collaboration and the development of sociocommunicative, cultural, linguistic and citizen knowledge and skills. Finally, we conclude that these practices contributed to the training and learning of students and teachers in remote education.